THE 

Consolidated School 

In North Dakota 




PREPARED BY 

N. C. MACDONALD. M. A. 

Member of State Board of Education 

State Inspector of Consolidated, Graded' 

and Rural Schools for the State of North 

Dakota 



ISSUED BY THE STATE BOARD OF EDUCATION OF NORTH DAKOTA 
DECEMBER 1915. 



THE PAGE PRINTERIE, GRAND FORKS, N. O 



The Consolidated School 
In North Dakota 



\ \ Prepared by 

Nt^ C. Macdonald, M. A. 



Member of State Board of Education 

State Inspector of Consolidated, Graded and Rural Schools for the 

State of North Dakota 



Issued by the State Board of Education 
of North Dakota, December, 1915. 



A Page of Progress in North Dr.kota 



Ms 




^o. 3— The Sod Shanty 
on the Claim 



No. 4 — The Splendid Home on the Farm 



.1'' 




No. 5 — The One-Room 
Rural School 

No. 6 — The Open Country Consolidated School 

View five is of a one-room rural school located in one of the oldest and 
richest communities in the state. It has been here for 28 years. View six 
is of the Caledonia Consolidated School in Traill County. There are now 
333 consolidated schools, 123 being- open country; but there could be all 
together over 1,500. However, progress is g^oing on and soon the one-room 
rural school will disappear as dii the ox-cart and the sod shack. 



D. of D. 



The Consolidated School 

Introduction 

'^Promote then as objects of primary importance, institutions for 
the general diffusion of knowledge. In proportion as the structure of 
government gives force to public opinion, it is essential that public 
opinion should be enlightened." — Washington. 

The consolidated school is the school that serves the general edu- 
cational needs of a fair-sized rural communitj^ It is immaterial as to 
how it is formed, whether it be bj^ petition, election, or common consent. 
The great opportunity of this school is to provide better school work 
in the grades and better high school privileges for the country youth. 
It is the only school that can provide educational facilities that are as 
free and equal as those furnished to the city children. The problem to 
solve here is to unite the rural schools, where feasible, to form the 
central or consolidated school. It is a success everywhere. 

1. The Present Status 
There are now 333 consolidated schools in the state, all counties 
being represented but one. Of this number 123 are open country 
consolidated schools and 210 are town consolidated. Four years ago 
last June there were 114 consolidated schools. This means an increase 
of over 200 during this period, being the greatest increase in the 
history of the state. This is due largely to the state aid grant and 
the educational campaign that has been carried on to promote their 
growth. The reader is referred to the table that gives the number of 
these schools and to the map that gives their location. 



To be educated is the inalienable right of childhood." 



2. Table Showing Nmnber and Kind of Consolidated Schools. 



County 



Open 
Countr/ 



Town 



Total 



Adams 

Barnes - 

Benson 

Billing-s 

Bottineau 

Bowman 

Burke 

Burleig-h 

Cass 

Cavalier 

Dickey 

Divide 

Dunn _.. 

Eddy .._._. 

Emmons 

Foster 

Golden Valley 
Grand Forks .. 

Grig-g-s 

Hetting-er 

Kidder 

LaMoure 

Log-an 

McHenrv 

Mcintosh 

McKenzie 

McLean 

Mercer 

Morton _ 

Mountrail 

Nelson 

Oliver 

Pembina 

Pierce 

Ramsey 

Ransom 

Renville 

Richland 

Rolette 

Sarg-ent 

Sheridan 

Slope 

Stark 

Steele 

Stutsman 

Towner 

Traill 

Walsh 

Ward 

Wells 

Williams , 



Totals 



123 



2 
6 
7 
1 
5 
1 
1 
2 

12 
8 
1 
4 
3 
1 
5 
5 
2 
7 
1 
4 
5 
6 
4 

14 
1 
4 
5 
4 
2 
3 
9 

4 
1 
8 
2 
1 
5 
4 
1 
3 
1 
4 
5 



210 



4 
14 
10 
1 
9 
3 
3 
5 
15 
15 
4 
7 
4 
3 
5 
5 
2 
8 
1 
7 
6 
7 
4 
17 
1 



4 
3 
5 

11 
3 
4 
2 

15 

10 
5 
6 

12 
2 
3 
2 
4 
5 
9 

16 
4 
5 

13 
6 

10 



333 



"There is nothing in the world so important as children/^ 5 



3. The Consolidated School Map of North Dakota. 



Cousortdarcd Schools \\\ jlo rth Dcikota 



• * • J I 1 "fi ] • 'ii !• '_^ ttj A 






L^ IA_ 






X •. 



Crou>t}i of Consolidated .Sehoob 



•- - 19)5- cV3 



ffr eenl of Jncrt-Qsc 
OUfr ^Var W 



t-5hih- Jid, Z^E^iicationcl Campaign 



1.92 



This map shows, among- other things, that the greatest number of consoli- 
date! schools is still to be found in the northern counties, despite the fact 
that these counties are not the wealthiest and that they do not have the 
most favorable weather. 



'Good schools insure righteous citizenship' 



4. A Few Consolidated Schools. 




No. 1 — The Cottonwood Open Country Consolidated School in Wells 
County. This was erected within the past year at a cost of about $4,000. 
It is a two-room building- with folding- doors and full basement. 




No. 2 — The Thain Open Country Consolidated School in Morton County. 
It is a two-story, lour -room building- with full basement and cost about 
$6,500. Like the one above, it reflects credit on the forward-looking- people 
of the district. 



The consolidated school solves the country school problem/'' 7 




No. 3 — The Sutton Consolidated School in Griggs Couiuy. This is a brick 
building- having four large rooms an a a full basement. It was built last 
year and is a handsome structure. 




Xo. 4 — The Arnegard School in McKenzie County. This is similar to the 
one above and like it. is a credit to the progressive people of the community. 



The chief business of a republic is education. 



5. The Benefits of the Consolidated School 

The benefits of the Consolidated School far out-weigh any dis- 
advantages that may be involved in the system. 

The Six Major Benefits of this School v^^hen compared with the 
One- Room Rural School are as follows: 

(1) Better Attendance — A 9-months term with 90 per cent at- 
tendance instead of 7.5 months term with 65 per cent attendance as 
In the average rural school. 

(2) Better Teachers — Well trained teachers teaching a good 
school in place of a poorly trained teacher keeping a poor rural school. 

(3) Better School Work in the Grades — Three times the num- 
ber completing the eighth grade and doing work of twice the quality 
when compared with rural school results. 

(4) Better High School Privileges — Ten times the number of 
country pupils completing the high school and at one-fifteenth the cost 
to the individual patron when compared with the old rural school system. 

(5) Better Organization — A teacher with three grades and 15 
classes daily instead of six grades and 30 classes and 15 visits per 5^ear 
of a supervisor instead of two, as in the rural school. 

(6) Better Civic-Social Opportunities — A good place for various 
Clubs, Literary Societies, Social Events, Athletic Contests, Lectures and 
Art Exhibits, which the rural school has not. 

The Twenty-Five Benefits of the Consolidated School when Com- 
pared with the One-Room Rural School are the following: 

( 1 ) Increases the attendance. 

(2) Makes the attendance more regular. 

(3) Increases the enrollment. 

(4) Keeps the older pupils in the school longer, giving a form of 
the continuation school. 

(5) Provides high school privileges at one-third the cost to the 
.ommunity and one-fifteenth the cost to the individual patron. 

(6) Makes possible the securing of better trained teachers. 

(7) Improves industrial conditions in the country, including im 
proved roads and farms. 

(8) Results in higher salaries for better trained teachers. 

(9) Makes possible more and better grade school wo"k. 
(10) Enriches the civic-social life activities. 



"Trained intelligence is a nation s greatest asset.'' 9 

( 11 ) Conserves more largely the health and morals of the children. 

(12) Increases the number of eighth grade completions. 

(13) Provides adequate supervision. 

(14) Reduces truancy and tardiness. 

(15) Develops better school spirit. 

(16) Gives more time for recitations. 

(17) Increases the value of real estate. 

(18) Produces greater pride and interest in country life. 

(19) Prevents the drift to the larger towns and cities. 

(20) Brings more and better equipped buildings. 

(21) Eliminates the small weak school. 

(22) Creates a school of greater w^orth, dignity and usefulness. 

(23) Makes possible a more economical school. 

(24) Provides equal educational opportunities. 

(25) Gives much greater and better results in every way. 




il 



The "Teacherage"" at the Currie Consolidated School in Rolette County. 



This view shows the "Teacherage". that is, the teachers' home in con- 
nection with the Open Country Consolidated School. There are now 30 such 
homes in the state: many being- made from the discarded one-room school- 
building-s. The "Teacherag-e" helps solve the problem of securing and holding- 
well trained teachers in the open country. 



10 



Well trained sons and daughters are 



Class Work in the Consolidated School 




No. 1 — Class in Agriculture in the Upham Consolidated School in McHenry 




No. 2 — Class in Music in the Moore Open Country Consolidate! School in 

Ransom County 

Very few of these pupils could have gone elsewhere to high school, but 
the consolidated school brought the high school to them; and thus these young 
lives are being ennobled and the citizenship of the state is being enriched 
in a way not possible in the old rural school. This orchestra shows one 
of the many valuable by-products of the Consolidated School. 



the chief end and glory of the home. 



11 




No. 3 — Class in Agriculture in the Logan Open Country Consolidated School 
in Grand Forks County. 









No. 4 Class in Domestic Science in the Underwood Consolidated School 

IMcLean County. 



These views show how it is possible to bring the latest and best things 
in household and agricultural science to the people that it will benefit the 
most. These young country people have the chance, too. to learn something 
about tariff schedules and the opportunity to enrich their lives f i om the 
studj' of good music and art. 



12 



There is no progress without its price' 



7. Transportation 

The greatest objection to the consolidated school is the transporta- 
tion. In this is involved the cost to the tax payer and hardship imposed 
upon the children. Over one thousand children have been interviewed 
by me upon this matter and there is yet to be the first case v^here any 
child would sooner go to the rural school than to the consolidated school, 
even though in the former instance he had to walk less than one-half 
mile to the little country school, while he may be compelled to ride six 
or seven miles to the consolidated school. By consulting the map or 
table, it will be seen that the northern counties lead in the number of 
consolidated schools, despite the fact that these counties average with 
the lowest temperature and coldest winter storms which would seem to 
refute the argument of hardship on account of inclement weather. Then, 
too, these are not the wealthiest counties in the state. In any case it is 
more humane to expose the horses to bad roads and inclement weather 
than it is to expcse the children. As far as the cost is concerned this 
can be made very high or very low. When the private or family system 
is used, it costs $16.28 per pupil per year, while if the public or bus 
system is used, it will average $35.76 per pupil per year. In several 
of the schools the private system is the one used because it gives there 
the greatest satisfaction. In some, the combination of the two svstems 
is used V, ith much success Vv'hile some prefer the public or bus system. 




No. 1 — Public transportation in Wells County. These are home-made 
busses, cost $60 each, and are very serviceable. The private or family 
system of transportation, however, is usually the most satisfactory. 



'Starve the school and feed the jail." 



13 



8. The Cost 

The cheapest school v> hen everything is considered is the consolidated 
school. For the consolidated school it costs 32 cents per pupil per day 
attended and for the rural school 35 cents. In the majority of cases the 
consolidated school provides high school privileges which the rural school 
cannot do. A consolidated school employing three teachers including a 
well qualified principal where the private system of transportation is 
used can be operated for about four mills more or $3.20 nore in taxes 
per quarter than it would take to operate the four one-room schools 
running separately; and when two teachers are employed it can be 
operated for less. If the public transportation is used these figures will 
be about three times as high; but it must be remembered that a higher 
grade of school work in the grades and high school privileges are 
provided for in this school, and which the one-room rural school cannot 
furnish. If the farmer sends his boy to the city high school, it will cost 
about $150 more than if he keeps him at home. This for many is a 
prohibitive tax and besides the boy is not at home where he should be 
in these perilous years of adolescent boyhood. But with the consolidated 
school in the locality, these better graded school and high school privileges 
can be furnished for about one-fifteenth of the cost to the individual 
parent and one-third the cost to the community, and the boy is at home. 
Then besides it makes the non-resident land owner, the corporation, and 
the tax payer without family, contribute their share toward the develop- 
ment and perpetuity of the State. This is only just and fair, for the 
child is educated primarily fcr the State. 



^ 


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No. 2 — Another phase of transportation. This is at the IMarion School 
in LaMoure County'. Automobiles ai e now used in several :listricts. 



14 "Democracy means equality of opportunity." 



A Few Facts Concerning Twenty-Five Open Country Consolidated 
Schools in North Dakota 



(1 

(2 
(3 
(4 
(5 
(6 
(7 
(8 

(9 
(10 

(11 
(12 
(13 
(14 

(15 

(16 

(17 
(18 
(19 
(20 
(21 
(22 
(23 
(24 
(25 



Total number of children enrolled 1,752 

Average enrollment per school 70 

Number schools doing high school work... 18 

Number pupils doing high school work 125 

Number pupils transported at public expense 1,410 

Number schools using public system of transportation 8 

Number schools using private system 8 

Number schools using combination of both systems 9 

Average cost per year per child transported $25.00 

Average salary per driver per month $55.00 

Average longest drive one way in miles ..- 6 

Average drive one way in miles 4 

Average area of district in sections 36 

Average assessed valuation $120,000.00 

Lowest valuation $80,000.00; highest $180,000.00 

Average tax rate in mills 21 

Lowest tax rate 1 1 mills ; highest 30 mills 

Average cost of school building $5,000.00 

Lowest cost $2,500.00; highest $12,500.00 
After Consolidation : 

Average increase in tax rate in mills 6 

Average increase in taxes per quarter section $5.00 

Average increase in number of school days in term 30 

Per cent of increase in length o" term 20 

Per cent of increase in enrollment 15 

Per cent of increase in daily attendance 20 

Per cent of increase in normal and college trained teachers 80 

Per cent of increase in number doing eighth grade work 100 

Per cent of increase in number doing high school work 300 



The consolidated school provides equality of opportunity/' 15 



10. A Few More Consolidated Schools 




No. 1 — The Brooklyn Consolidated School in Williams County. 




No. 'Z — The Kden Valley Consolidated School in Renville County. 
These views show different types of the Open Country Consolidated 
School. Both serve the entire township, and high school work is done in both. 
They are splendid examples of what courage and intelligent rural leadership 
can do. 



16 



''There can be no ruled and ruling classes 




No. 3 — The Grey Open Country Consolidated School in Cavalier County. 
This is a brick building with two main rooms ani full basement providing 
rooms for the industrial courses. It was erected within the past year and 
supplanted a two-room frame building. 




No. 4 — The Sauter Open Country Consolidated School in Walsh County. 
This was also erected within the past year. It is a three-room building 
with full basement. By use of folding partitions the three rooms can be 
used as one large assembly room. Both serve the entire township. They are 
splendid monuments to the good judgment of the good people who made 
them possible. 



where educational opportunities are equal/' 17 

11. How Promoted. 

The promotion of the consolidated school calls for investigation and 
publicity, untiring effort and courageous leadership on the part of all 
emplojed in the system. There is no such thing as urging the organiza- 
tion of the consolidated school too strongly or striving too strenuously 
to further its grow^th. It is the duts- of all to do their utmost in this 
matter, for in doing so several thousand farm boys and girls will be 
provided w^ith adequate school privileges that vv^ould otherwise never be 
so provided. The teacher w^ho is on the ground is the one who can 
do much to develop and guide the sentiment in favor of the consolidated 
school. This can be done by talking with individual taxpayers and 
patrons, and with the children in and out of school hours. Then the 
county superintendent can assist in this matter in several different ways. 
All the available literature should be secured by the teacher and super- 
intendent, vhich should be furnished to the leaders in the communitv. 
The county superintendent is the one, however, who must direct its 
promotion on a large scale with such co-operation as the state can 
furnish. Before buildings are erected and equipped, in fact before the 
vote is taken on the subject, a committee of the board w^ith the county 
superintendent should visit two or three consolidated schools. This 
will give the movement greater consideration and weight in the minds 
of those on the doubtful list. Then there should be meetings of patrons 
and taxpayers to discuss the benefits of the consolidated school and 
kindred topics. Alwa3'S there should be the ideal of adequate rural 
school privileges held up before the rural patron with the consolidated 
school as the best means to realize this ideal. 

12. How Organized 

There are several ways to organize the consolidated school. These 
are: 

(1) Section 1190 of the 1915 School Laws provides for the 
consolidation of schools in the district. It takes a majority vote. This 
is the method for those in counties where the tow^nship system prevails. 

(2) Section 1194 of the 1915 School Law^s provides for a sort of 
partnership consolidated school in which tw^o or more districts may 
unite to support the consolidated school. This is a good method for 
either town or country. 

(3) Section 1342 of the 1915 School Laws provides that the 
board shall provide transportation for those living more than two and 



'Knozuledge is power j the key to success. 



one-quarter miles from the nearest school. This is another way to 
organize a consolidated school in the town or rural community. 

(4) Article 9 of the 1915 School Laws deals with the organiza- 
tion of special districts; and as there is no limit to the territory that 
may be incorporated, the consolidated school can thus be organized. 
This is where the villages and towns located in the corner or side of 
the district can easily and properly organize a consolidated school. In 
this connection it may be said that all village and town schools should 
be consolidated schools. 




No. 5 — The Rhame Consolidate! School in Bowman County. It is a 
modern brick structure of four rooms and full basement, and the school is 
classified as Fiist Class Graded Consolidated. It would be a credit to a 
much larger community. 



'Organized play is recreative, educative and char net ev-buildinq!' 19 



]3. Athletic Activities in the Consolidated School 




No. 1 — The Indoor Basketball Team in the Uxbridge Open Country Consoli- 
dated School in Barnes County. 







' 






^ 


'*' ^^^ 








^I'A^^^B 










Milli " ' ^WI^^^B 



No. 2 — The Outdoor Basketball Game in the Underwood Consolidate! School 

in McLean County. 

These views show that athletics will keep the country boys as well as 
town bovs in school. These boys have been well and wisely cared for by 
patriotic-minded parents. Both principals are wuth their boys as they 
should be. 



